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With limited time available in the classroom, e-learning tools can supplementin-class learning by providing opportunities for students to study and learnoutside of class. Such tools can be especially helpful for students who lackadequate prior preparation. However, one critical issue is ensuring thatstudents, especially those in need of additional help, engage with the tools asintended. Here we first discuss an empirical investigation in which students ina large algebra-based physics course were given opportunities to work throughresearch-validated tutorials outside of class as self-study tools. Studentswere provided these optional tutorials after traditional instruction inrelevant topics and were then given quizzes that included problems that wereidentical to the tutorial problems with regard to the physics principlesinvolved but had different contexts. We find that students who worked throughthe tutorials as self-study tools struggled to transfer their learning to solveproblems that used the same physics principles. On the other hand, students whoworked on the tutorials in supervised, one-on-one situations performedsignificantly better than them. These empirical findings suggest that manyintroductory physics students may not engage effectively with self-pacedlearning tools unless they are provided additional incentives and support,e.g., to aid with self-regulation. Inspired by the empirical findings, wepropose a holistic theoretical framework to help create learning environmentsin which students with diverse backgrounds are provided support to engageeffectively with self-study tools.

Holistic framework to help students learn effectively from research-validated self-paced learning tools